Социокультурный компонент при изучении второго иностранного языка как фактор влияния на конкурентоспособность специалиста
Increase of requirements to employees in labor market concerns not only professional skills and foreign language skills, but also sociocultural competence. Authors offer a certain restructuring of a course of studying of the second foreign language. It provides increase of the importance of cross-cultural and sociocultural components in the contents and forms of education, at material selection, the formulation of tasks. More attention is brought on occupations to give to creative forms of tasks, development of etiquette in mono- and сross-сultural interaction with observance of ethnosociocultural traditions.
The article highlights problems of developing sociocultural competence as one of the main components of communicative competence, its constituents and ways of teaching at Korean lessons.
Cognitive behavior in interpersonal relations is connected with the conscious regulation of time parameters and the structure of the nonverbal component in communication. The level of dialogue performance and acceptance in communication between two partners is connected with equal frequency, duration, and synchronism of nonverbal components per time unit. Personal communicative competence includes time organization of the structure of nonverbal interaction and the ability to introduce kinesics into the dialogue in a consecutive and synchronous way.
The article deals with the specific realization of the vegetative symptoms under the great emotional tension which may cause altered states of consciousness. In particular the author enumerates the range of vegetative elements used in such situations by authors and discusses the grounds to include them in the system of non-verbal means of expression. The article also gives the classification of naming units of the above mentioned means of expression in stage directions. In conclusion, the author speculates as concerning the possibility of creating the algorithm of identification of altered states of consciousness based on the suggested classification.
The issues of nonverbal behaviour as an integral part of crosscultural communication are considered in the article. The main emphasis is paid to building socio-cultural competence among students in different communication situations.
Communication relies on verbal and non-verbal interaction. To be most effective, group members need to improve verbal and non-verbal communication. Non-verbal communication fulfills functions within groups that are sometimes difficult to communicate verbally. But interpreting non-verbal messages requires a great deal of skill because multiple meanings abound in these messages. Today the theory and practice of communication attract more and more scholars, as it has become evident that the investigation of its problems requires expertise from different areas of study. The present state of communication theory research is characterized by a lack of general methodological foundations and common conceptual approaches. There is no clear theoretical basis, commonly accepted terminology, fundamental assumptions, which would allow representatives of different directions and trends achieve mutual understanding. Opinions differ as to what should be seen as communication.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.